Dep ed order do-s2016_55

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POLICY GUIDELINES ON THE NATIONAL ASSESSMENT OF STUDENT LEARNING
FOR THE K TO 12 BASIC EDUCATION PROGRAM
Section Content
1 Definition of Terms
2 Early Language, Literacy, and Numeracy Assessment
3 Exit Assessments
4 Career Assessment
5 Accreditation and Equivalency Assessment
6 Grade-level Placement Assessment
7 Test Development Process
8 Testing Center Requirements
9 Test Accommodations for Learners with Special Needs
10 Testing Personnel
11 Allocation, Delivery, and Retrieval of Test Materials
12 Reiterating the Constitutional Right of DepEd Testing Personnel and
Examinees to Free Exercise of Religion
13 Breach of Security in National Examinations and Corresponding
Sanctions
14 Guidelines on Assessment Data Utilization
15 Monitoring and Evaluation of Test Administration
16 References
(Enclosure to DepEd Order No. 55, s. 2016)

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SECTION 1: Definition of Terms
For purposes of this Order, the following terms are defined/understood as follows:
1. 21st-century Skills are abilities embedded in the K to 12 Basic Education
Curriculum that learners must acquire. These include:
a. Communication Skills refers to the ability to express one’s self clearly and
collaborate with others.
b. Information, Media and Technology Skills refers to the ability to gather,
manage, evaluate, use, and synthesize information through media and
technology.
c. Learning and Innovation Skills refers to the ability to think critically, analyze
and solve problems, create and implement innovations, and generate functional
knowledge.
d. Life and Career Skills refers to intrinsic and socialized personal values, ethics,
and attitudes for life after basic education and learning within the workforce.
2. Accreditation and Equivalency refers to the process of assessing the learners’
prior learning to certify completion of elementary and secondary education.
3. Career Assessment refers to the process of determining learner’s aptitude and
occupational interest on any of the Senior High School Tracks.
4. Flexible Learning Options refers to a variety of alternative means of delivering
education services to learners that are unable to attend formal schooling.
5. Instructional Practices refers to the specific and effective teaching methods,
approaches, and strategies that guide the learning process in the classroom.
6. Learner refers to a pupil or student in the formal system, or to a learner in the
alternative learning system.
7. Learners’ Aptitude refers to the innate ability/potential of the learner in the
following areas: General Scholastic, Academic, Sports, Arts and Design, and
Technical-Vocational-Livelihood Tracks in Senior High School.
8. Learners in special circumstances refers to those who have difficulty accessing
regular schooling. These include learners who are disadvantaged geographically
and economically, those who are victims of abuse and/or are in conflict with the
law.
9. Learners with special needs refers to those who require special education services
and modification of school practices to access educational opportunities and the
general education curriculum. They include those who have difficulty seeing,

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hearing, walking or climbing steps, remembering or concentrating, and
communicating.
10.Learning standards refers to the content standards, performance standards and
learning competencies that are articulated in the curriculum.
11.Occupational Interest refers to the learner’s preference in specific
vocations/career categories.
12.Placement refers to the process of determining learners’ grade level equivalence in
the formal system based on assessment and validation of prior learning.
13.Progressive Test Items refers to test items that measure varying levels of skills.
14.Public Accountability refers to the obligation of DepEd to carry out
responsibilities that affect the public. It means that decision makers across all
levels will explain publicly, fully, and fairly what education outcomes they intend to
bring about, for whom, and why.
15.Stakeholders refers to internal and external end users of the assessment results.
a. Internal Stakeholders include learners, teachers, school administrators, policy
makers program managers, and learning resource developers.
b. External Stakeholders include parents/guardians, academe, community
leaders, local government units, nongovernment organizations (NGOs), civil
society organizations, legislators, industries, local and foreign donors,
researchers, and other government agencies.

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SECTION 2: Early Language, Literacy, and Numeracy
Assessment
Beginning School Year 2016–2017, DepEd shall conduct the Early Language, Literacy,
and Numeracy Assessment (ELLNA) for Grade 3 learners.
1. Test Results Utilization
The assessment results shall be utilized to:
a. determine if learners are meeting Grade 3 learning standards
b. analyze patterns in language development together with other language,
literacy, and numeracy assessments to develop appropriate intervention
programs
c. formulate evidence-based policies and plans for Mother Tongue Based-
Multilingual Education (MTB-MLE) instructional practices and learning
environment provisions that impact learning outcomes
d. improve MTB-MLE instruction
e. identify teacher training needs
f. initiate and conduct research on MTB-MLE instructional practices and
learning environment provisions that impact student learning outcomes
2. Test Data Dissemination and Reporting
Test Results will be released not later than three months after the examination. To
maximize information dissemination and utilization of test results, the following data
shall be released to the field offices through a report card:
a. National/Regional/Division Performance Profile by Type of School (based on
current typology of schools used in the Enhanced Basic Education
Information System [EBEIS])
b. National/Regional/Division Competency/Skills Profile by Type of School
(based on current typology of schools used in the Enhanced Basic Education
Information System [EBEIS])
c. National/Regional/Division Performance Profile of Learners with Special
Needs
d. National/Regional/Division Performance by School Location (based on
current typology of schools used in the Geographical Information System
[GIS] or EBEIS)
The dissemination of test results shall be through different modalities:
a. Website
b. DepEd Issuance
c. Media (print, broadcast)
d. Educational forums
e. Other modes of delivery (courier)

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3. Test Design
The coverage of the assessment tool for Grade 3 includes the following:
a. Language and Literacy
i. Mechanical Component
1. Alphabet Knowledge
2. Phonics and Word Reading
3. Spelling
ii. Meaning Component
1. Book and Print Knowledge
2. Vocabulary
3. Grammar
4. Reading Comprehension
5. Listening Comprehension
6. Study Skills
b. Numeracy
i. Counting
ii. Estimating
iii. Calculating
iv. Measuring
v. Problem solving
The test items shall measure language skills using learning area content and
numeracy skills; test format shall be multiple choice. The test design is progressive in
nature wherein test items measure varying levels of skills. Moreover, English, Filipino,
and Mother Tongue shall be the languages of assessment for ELLNA. The 19 Mother
Tongue languages that shall be continually assessed in the national level are the
following:
a. Akeanon/Akianon
b. Bikol
c. Chavacano/Chabacano
d. Hiligaynon
e. Ibanag/Ybanag
f. Ilokano/Iloko
g. Ivatan
h. Kapampangan
i. Kinaray-a
j. Maguindanaon
k. Maranao
l. Pangasinan/Pangasinense
m. Sambal
n. Sinugbuanong Binisaya/Cebuano
o. Surigaonon
p. Tagalog
q. Tausug
r. Waray
s. Yakan

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Other languages with approved working orthographies may be included in DepEd’s
roster of national assessments as per decision of the bureaus under the Curriculum
and Instruction strand of the Department.
4. Test Development
The test development process for all national student learning assessments is
illustrated in Section 7.
5. Test Administration
5.1 Target Clientele
All Grade 3 learners from the schools to be sampled will take the test including
those with special needs. Provided in Section 9 are the test accommodations
for examinees with special needs.
5.2 Mode of Administration
Stratified random sampling procedure shall be used representing all types of
schools and all mother tongue languages in the division and region. All regions
and divisions shall be given the test but schools shall be sampled. All
examinees in the school to be sampled shall take the test.
5.3 Schedule of Administration
The test shall be administered to Grade 4 learners three weeks after the first
day of classes.
5.4 Number of Examinees per Testing Room
Examinees in a school must be alphabetically arranged regardless of gender.
There shall be a maximum of 30 examinees per testing room who should be
seated in alphabetical order. Each listed examinee should have a Learner
Reference Number (LRN).
5.5 Testing Center Requirements
Public schools shall serve as testing centers. The testing center requirements
are found in Section 8. Test accommodations for examinees with special needs
as articulated in Section 9 must be provided.

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5.6 Testing Personnel
To ensure the smooth and proper administration of the test, the specific duties
and responsibilities of key testing personnel are presented in Section 10.
5.7 Allocation, Delivery, and Retrieval of Test Materials
The scheme in the allocation, delivery, and retrieval of test materials is
presented in Section 11.
Specific test administration procedures including different forms to be accomplished
before, during, and after the test are indicated in the Examiner’s Handbook that will
be distributed and discussed during the National Conference/Consultative Workshop
of field testing personnel to be conducted by the Bureau of Educational Assessment
(BEA). Schedule and venue of said conference/consultative workshop shall be
announced through a memo.
6. Test Data Processing and Interpretation
6.1 Data Processing
The answer sheets retrieved from the Schools Division Offices shall be
forwarded to BEA and shall be electronically processed.
6.2 Interpretation of Test Data (Classification of Scores)
Test scores shall be reported as percentage scores. Proficiency level for each
cluster of early language, literacy and numeracy skills is at least 75%.
Domains are clustered according to language and literacy and numeracy skills.
Language and literacy skills have mechanical and meaning components. The
mechanical component covers alphabet knowledge, phonics and word reading
and spelling while the meaning component covers book and print knowledge,
vocabulary, grammar, and reading and listening comprehension. Numeracy
covers counting, estimating, calculating, measuring and problem solving.
Normative data using measure of standard deviations will be computed based
on mean percentage score.
6.3 Data Requirements
The data shall be presented according to the Performance Profile: (a)
competency skills, (b) learners with special needs, (c) school typology, and (d)
school location.

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SECTION 3: Exit Assessments
Beginning School Year 2017–2018, DepEd shall conduct Exit Assessments for Grades
6, 10, and 12.
The exit assessment results shall be utilized to:
a. determine if learners are meeting the learning standards
b. help provide information to improve instructional practices
c. assess/evaluate effectiveness and efficiency of education service delivery
using learning outcomes as indicators
d. provide empirical information as bases for curriculum, learning delivery,
assessment and policy reviews, and policy formulation
Exit Assessment results is not a requirement for graduation.
To maximize information dissemination and utilization of test results, the following
data shall be released to the field offices through a report card:
a. National/Regional/Division Performance Profile per Learning Area by Type of
School (based on current typology of schools used in the Enhanced Basic
Education Information System [EBEIS])
b. National/Regional/Division Competency/Skills Profile per Learning Area by
Type of School (based on current typology of schools used in the Enhanced
Basic Education Information System [EBEIS])
b. National/Regional/Division Performance Profile of Learners with Special
Needs
c. National/Regional/Division Performance by School Location (based on
current typology of schools used in the Geographical Information System
[GIS] or EBEIS)
d. National/Regional/Division Performance by Tracks in Senior High School:
i. Academic Track
1. Science, Technology, Engineering and Mathematics (STEM)
2. Humanities and Social Sciences (HUMSS)
3. Accountancy, Business and Management (ABM)
4. General Academic Strand (GAS)
ii. Technical-Vocational-Livelihood Track
1. Agri-Fishery Arts
2. Home Economics
3. Industrial Arts
4. Information and Communications Technology
iii. Sports Track
iv. Arts and Design Track
v. Other unique or special programs
e. National/Regional/Division Performance Profile by Alternative Delivery
Modes

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The dissemination of test results to the public shall be through different modalities
such as the DepEd website, through DepEd issuances, conferences and forums.
Requests for access to data may be done in writing through the BEA Director stating
the purpose of the request and the specific data aspects required.
3. Test Design

The Grades 6 and 10 exit assessments shall cover 21st-century Skills (Information,
Media and Technology Skills, Learning and Innovation Skills, Communication Skills,
and Life and Career Skills) using learning areas as content (English, Science,
Mathematics, Filipino and Araling Panlipunan).
The Grade 12 assessment shall cover 21st-century skills and the core Senior High
School learning areas of Languages, Humanities, Communication, Mathematics,
Science, Social Science, and Philosophy.
The test design is progressive in nature wherein test items measure varying levels of
skills. The language of the assessment tools for Grades 6, 10, and 12 will be English
and Filipino. The tests shall be in multiple-choice format.
4. Test Development
All Grades 6, 10, and 12 learners including those with special needs from the
schools to be sampled shall take the test. Test accommodations for examinees
with special needs as articulated in Section 9 must be provided.
Grades 6 and 10
Stratified random sampling procedure shall be used, representing all types of
schools in the district, division and region. All regions, divisions and districts
shall be given the test but schools shall be sampled. All examinees in the school
to be sampled shall take the test.
Grade 12
Stratified random sampling procedure shall be used to represent all types of
schools in the district, division and region. Fifty percent of the schools per track
(public and private) shall be included in the sample. If there is only one school

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offering a track in a region, the school shall be automatically included in the
test administration.
The same sampling procedure shall apply for learners with special needs in
Grades 6, 10, and 12 assessments.
Grades 6 and 10
The test shall be administered to Grades 7 and 11 learners three weeks after
the first day of classes.
Grade 12
The test shall be administered on the third week of the second semester.
Examinees must be alphabetically arranged in the whole school regardless of
gender. There shall be a maximum of 30 examinees per testing room who
should be seated in alphabetic order. Each listed examinee should have a
Learner Reference Number (LRN).
Public and private schools shall serve as testing centers. The testing center
requirements are found in Section 8. Test accommodations for examinees with
special needs are provided in Section 9.
To ensure the smooth and proper administration of the test, the specific duties
and responsibilities of key testing personnel are presented in Section 10.
of field testing personnel to be conducted by BEA. Schedule and venue of said
conference/consultative workshop shall be announced through a memo.

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6.1 Data Processing
6.2 Interpretation of Test Data (Classification of Scores)
Test scores shall be reported as percentage scores. Competencies from each
learning area are organized according to 21st-century skills. Results shall be
presented by levels of progression. Proficiency level is at least 75%.
Normative data using measure of standard deviations will be computed based
on mean percentage score.
6.3 Data Requirements
The Performance Profile shall be presented according to: (a) type of school, (b)
competency skills, (c) learners with special needs, and (d) school location.

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SECTION 4: Career Assessment
In order to guide the conduct of career guidance at the school level and to ensure the
development of skills and competencies required in the world of work, DepEd shall
conduct a career assessment to Grade 9 students beginning School Year 2016–2017.
The specific objectives of Career Assessment are the following:
1. To provide guidance to individual learners for their future educational and
career choices; and
2. To provide a basis for profiling learners’ aptitude in the four Senior High
School tracks:
a. Academic
i. Accountancy, Business and Management (ABM)
ii. Science, Technology, Engineering and Mathematics (STEM)
iii. Humanities and Social Sciences (HUMSS)
b. Technical-Vocational-Livelihood
c. Sports
d. Arts and Design
The utilization of the career assessment results shall support the national framework
on career guidance, which will be released in another issuance. Reporting and
interpretation of the results shall be used in career advocacy, career guidance, and
homeroom guidance.
The career assessment results shall also be used for entry assessment to the specific
Senior High School (SHS) tracks/strands in all public and private schools. Prior to
entering SHS, the aptitude of students in select programs shall be measured in order
to ensure that they have the potential to complete the program.
There will be a required cut-off score for students who wish to enroll in the Science,
Technology, Engineering, and Mathematics (STEM) Strand. The Final Grade both in
Science and Math in Grade 10 should be 85 and above. Learners should also have at
least a percentile rank of 86 and above in the STEM subtest in the career assessment
exam.
There will be two screenings for students who wish to enroll in the Sports and Arts
and Design Tracks. The first screening will be the results of the career assessment in
the corresponding subtests. Aptitude should be at least a percentile rank of 51 and
above.
The second screening for the Sports Track will be done through skills-related fitness
tests which will be administered by the accepting schools. For the Arts and Design
Track, the second screening will be through a performance and skills assessment
which will also be administered by the accepting schools.

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There will be no prescribed cut-off for scholastic grades and scores in any subtest for
those who desire to enter into the Humanities and Social Science (HUMSS) Strand, the
Accountancy, Business and Management (ABM) Strand, and the Technical-Vocational
and Livelihood (TVL) Track.
A summary of the criteria for entry to the SHS tracks/strands are shown in the table
below:
Table 1. Criteria for entry to senior high school (SHS) tracks/strands
SHS Tracks/Strands
Criteria
Academic Track
Sports
Track
Arts and Design
Track
Technical
Vocational
Livelihood
Track
Science,
Technology,
Engineering and
Mathematics
Strand
Accountancy,
Business and
Management
Strand
Humanities
and Social
Science
Strand
General
Academic
Strand
Scholastic
Grades at
Grade 10
Final Grade no
lower than 85
both in Math
and Science
None None None None None None
Career
Examination
Results
Percentile rank
of 86 and above
in the STEM
subtest
None None None
Percentile rank of 51 and
above in the corresponding
career subtests
None
Alternative
Entry
Requirements
Writeup of
scientific
inquiry
process, draft
experiment,
and other such
summative
assessments
Simple
business
concept/
idea,
marketing
ideas, and
other such
summative
assessments
Essay on
current
social
issues, short
story or
articles,
book/movie
reviews, and
other such
summative
assessments
Essay on a
project of
interest,
project plan,
and other
such
summative
assessments
Skills-related
fitness tests
administered
by the
accepting
schools
Performance
and skills
assessment
administered
by the
accepting
schools
Livelihood
project
idea/s, and
other such
summative
assessments
Accepting schools shall administer alternative entry requirements as needed. Schools
may also opt to have other alternative assessments aside from those in the table
above. These assessments should be in line with their chosen track/strand.
Test results will be released not more than three months after the examination.
Specific test data shall be disseminated to different stakeholders as specified below:
2.1 Internal stakeholders
a. Learners
They shall receive individual Certificate of Rating (COR) that contains the
obtained test scores in the domains and level of preferences in the
occupational fields.

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b. School/Schools Division/Region
A report on the Institutional Performance Profile (IPP) or summary of test
results by domain shall be released to these offices.
c. Policy makers, program managers, and learning resource developers
A report on the national test results by specific variable shall be provided.
2.2 External stakeholders
a. Parents/Guardians
An orientation/forum shall be conducted by the guidance counselor to
inform them of the test results and the in-demand and hard-to-fill
occupations by industry per region, to guide them in the track or course
for senior high school.
b. Academe, community leaders, local government units, nongovernment
organizations (NGOs), civil society organizations, legislators, industries,
local and foreign donors, researchers, and other government agencies
Test results by specific scope (municipal/congressional and school year)
and variable (gender, type of school, etc.) shall be provided upon request.
The procedure on the releasing of test results and guidelines on the utilization of
national examination results are discussed in Section 14.
3. Test Design
The Career Assessment covers the following domains:
a. General Scholastic Aptitude (GSA)
The GSA is the average of the standard scores in these areas: Scientific Ability,
Reading Comprehension, Verbal Ability, Mathematical Ability, and Logical
Reasoning Ability.
b. Occupational Interest Inventory (OII)
The OII is an inventory/checklist of occupational interests which provides an
assessment on inclinations/preferences for comprehensive career guidance. A
profile chart of the student’s occupational inclinations and preferences through
the identified cluster occupations is provided.
c. Aptitude for Senior High School (SHS) Tracks
The Aptitude Test for SHS Tracks measures the innate ability or potential of a
student to succeed in the SHS tracks, namely: (1) Academic, which includes
Humanities and Social Sciences (HUMSS), Science, Technology, Engineering and
Math (STEM) and Accountancy, Business and Management (ABM); (2) Technical-
Vocational-Livelihood; (3) Sports; and (4) Arts and Design.
The test design shall be applicable for both regular learners and learners with special
needs.

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4. Test Development
The test shall be administered to all Grade 9 learners who are currently enrolled
in public schools and private schools with a government permit or recognition.
Learners with special needs may also be assessed provided that test
accommodations as articulated in Section 9 are met.
Census will be the mode of administration.
The test shall be administered annually every last Wednesday and Thursday of
August.
5.4 Test Administration Scheme
The test shall be administered in two days following the administration scheme
shown below.
Table 2. Career assessment test administration scheme
Day
Booklet
Number
Test Domain
1 1
General Scholastic Aptitude
Technical-Vocational-Livelihood
Sports
2 2
Academic
Occupational Interest
Arts and Design
Examinees in a school must be alphabetically arranged regardless of gender.
There shall be a maximum of 30 examinees per testing room who should be
seated in alphabetical order. Each listed examinee should have a Learner
Reference Number (LRN).

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All schools shall serve as testing centers. The testing center requirements are
found in Section 8. Test accommodations for examinees with special needs are
provided in Section 9.
The specific duties and responsibilities of the aforementioned testing personnel
are presented in Section 10.
before, during and after the test are indicated in the Examiner’s Handbook that will be
distributed and discussed during the National Conference/Consultative Workshop of
field testing personnel to be conducted by BEA. Schedule and venue of said
6.1 Data Processing
The answer sheets retrieved from the Schools Division Offices shall be forwarded
to BEA and shall be electronically processed.
6.2 Test Interpretation
The career assessment results shall be recommendatory. No cut-off score shall be
prescribed by DepEd. The career choice of the student based on his/her aptitude
and occupational interest shall prevail as facilitated by the guidance
counselor/guidance teacher and as guided by the trends in the labor market.
Specifically, the Certificate of Ratings shall include a report on the students’
General Scholastic Aptitude, occupational interest (with first and second
preferences), and the track they opt to pursue vis-à-vis their aptitude in the SHS
tracks. Results shall be reported in Standard Scores and Percentile Ranks.

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SECTION 5: Accreditation and Equivalency Assessment
The Accreditation and Equivalency Tests (A&E Tests) are nationally administered tests
that aim to measure the competencies and life skills of those who have not attended or
finished the formal elementary or secondary education. These assessments will allow
the learners to obtain certification of completion at different exits in Basic Education,
which may be used to access further education, job promotion, entry to job training,
and employment.
A&E Tests provide an alternative means of certification of basic education for learners
in ALS and flexible learning options.
The assessment results shall be utilized to:
a. determine if learners are meeting the learning standards for specific exit points
in the educational system
b. help provide information to improve instructional practices
c. assess/evaluate effectiveness and efficiency of education service delivery using
learning outcomes as indicators
d. provide empirical information as bases for curriculum, learning delivery,
assessment and policy reviews, and policy formulation
The results of the A&E Tests for examinees who took the regular examination, shall be
released not more than 3 months from the date of examination. For walk-in
examinees, it shall be released after two weeks from the date of examination.
Certificates may be claimed from Schools Division Offices.
3. Test Design
The tests shall cover 21st-century skills based on the Alternative Learning System
Strands listed below:
1. Communication Skills
2. Critical Thinking and Problem Solving
3. Sustainable Use of Resources and Productivity
4. Development of Self and a Sense of Community
5. Expanding One’s World Vision
The test design is progressive in nature wherein test items measure varying levels of
skills. A&E learners may also take the career assessment to determine their aptitude
in the following domains: General Scholastic Aptitude, Technical-Vocational Aptitude,
SHS Track/Strand Aptitude as well as Occupational Fields of Interest. The career
assessment results shall provide guidance for learners’ future educational and career
choices.

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For test passers of elementary and junior high school levels, certificates for Grades 6
and 10 shall be given.
A&E final assessment rating shall be determined by 50% written assessment results
and 50% portfolio content. The portfolio will contain work samples and projects with
corresponding rubrics. Work samples will have a weight of 40% while projects will
have a weight of 60%.
needs.
4. Test Development


These tests may be administered to learners in the alternative learning system
and nonformal education programs. They may also be administered to out-of-
school children and youth who are prepared for assessment as well as adults
seeking certification of learning. The minimum age for taking the Elementary
exam is 12. The minimum age for taking the High School exam is 16.
The A&E is a paper-and-pencil test. Additional/equivalent alternative
assessments may also be administered.

Field Office Administration. The test shall be administered yearly by BEA every
first Sunday of October for the Luzon cluster, and every second Sunday of
October for the Visayas and Mindanao clusters at designated testing centers in
Schools Division Offices.
Walk-in Administration. The test shall also be administered at BEA to
accommodate walk-in clients. They shall be accommodated immediately after
the test administration at field offices in October.
There shall be 30 examinees per testing room.

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The testing center must be located near the Division Office and accessible to the
examinees. The testing center must be available on Sunday in addition to
requirements found in Section 8. Test accommodations for examinees with
special needs are provided in Section 9.
conference/consultative workshop shall be announced through a memorandum.
6. Statistical Test Data Processing and Interpretation
6.1 Data Processing
The answer sheets retrieved from the Division Offices shall be forwarded to BEA
and shall be electronically processed.
6.2 Interpretation of Test Data
An examinee should score at least 75% to pass the test. Examinees who failed
the test may be allowed to retake it in the next cycle of administration.
3. Data Requirements

The data requirements would include the different types of learners such as
overaged in-school learners, adult learners, learners in difficult/special
circumstances, and learners with intervention.

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SECTION 6: Grade Level Placement Assessment
The Philippine Education Placement Test (PEPT) is a nationally administered
assessment for learners in special circumstances. The result of this assessment will
allow these learners to: a) access or resume schooling and/or b) obtain certification of
completion by grade level in the DepEd formal system. Specifically, it aims to fulfill the
following purposes:
1. To establish that students have met learning standards for specific grade levels
2. To determine the appropriate grade level of learners in special circumstances in
the formal school system
3. To assess competencies in academic areas gained through informal and non-
formal means for entry or reentry into formal school
4. To assess competencies in academic areas for entry or reentry to formal school
The test must not be used for grade-level acceleration but for the aforementioned
purposes only. For grade-level acceleration, kindly refer to DepEd Order No. 40, s.
2002, “Accelerated Learning Program for Public Elementary Schools”.
Field Office Administration. The Certificate of Rating (COR) of examinees who took the
test in November shall be released to Division Offices not later than three months after
the date of examination.
Walk-in and Special Administration. The COR of examinees in walk-in and special
administrations shall be released after two weeks from the date of examination.
Effectivity of Grade-level Placement of PEPT Qualifiers. In reference to DepEd Order No.
49, s. 2013, the guidelines on the effectivity of the grade level placement of PEPT
qualifiers are as follows:
a. The placement of PEPT qualifiers who took the test during the field office, walk-
in, and special administrations shall take effect in the next or subsequent
school year, not during the current school year when the test was administered.
b. The placement of the PEPT qualifiers who took the test during the special
administration in celebration of the Philippine Independence Day (June 12)
shall take effect in the same or current school year when the test was
administered.
Moreover, the following data are to be indicated in Forms 137 and 138 of the PEPT
qualifiers should they enroll in school:
“Placed/Reclassified in _____(Grade Level)_____ on the basis of the PEPT results dated
____(Date of Examination)____ with Examinee No. ______________.”

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In addition, the PEPT Certificate of Ratings (COR) should be attached to Forms 137
and 138 of the PEPT qualifiers for reference.
3. Test Design
The test is a Multiple-choice type assessing 21st-century skills based on content
learning areas (English, Filipino, Science, Mathematics and Araling Panlipunan). The
Table of Specifications by subject area is prepared by BEA in consultation with the
Bureau of Curriculum Development (BCD).
needs.
4. Test Development
The test may be administered to the following:
a. Learners from schools without a government permit
b. Learners from nonformal and informal education programs
c. Learners who have incomplete or no record of formal schooling
d. Learners with back subjects
e. Learners who need grade level standards assessment
f. Learners who are overage for their grade levels
5.2 Testing Centers and Test Administration Schedule
National Testing Center. BEA shall serve as a registration and testing center for
walk-in examinees all year round.
Regional Testing Center. Test administration under special arrangements
should be coordinated with BEA. Placement exam will be administered when
requested at the same time as other national assessments.
Field Office Administration. All examinees who register for the November
examination shall take the test in designated testing centers in Schools Division

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Offices. Division Testing Centers only administer the placement test once a
year. The test shall be administered yearly by BEA every third Sunday of
November (for the Luzon Cluster) and every fourth Sunday of November (for the
Visayas and Mindanao Clusters) at designated division testing centers.
Walk-in Administration. BEA shall serve as a testing center for walk-in
examinees. The test shall be open for registration to walk-in registrants all year
round.
Special Administration. In some cases, the test may be administered at the
school site provided expenses shall be shouldered by the requesting party. Such
request should be endorsed by the Regional Office. The test may also be
administered in juvenile centers, rehabilitation centers, jail facilities or
wherever learning activities are conducted based on learners’ needs. The test
schedule for special test administration shall be determined by BEA and the
requesting party.
There shall be 20 examinees per testing room.
The testing center must be located near the Division Office and accessible to the
examinees. The testing center requirements are found in Section 8. Test
accommodations for examinees with special needs are provided in Section 9.

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6. Statistical Test Data Processing and Interpretation
6.1 Data Processing
6.2 Interpretation of Test Data
The interpretation of scores shall be done through a conversion table of
percentage scores that are based on the norms. The passing rate per subject
area is 75%.
Examinees whose test score in one subject is lower than 75% may be allowed to
retake the failed subtest within six months.

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SECTION 7: Test Development Process
The test development process begins with the planning stage, including the theoretical
framework on which the test design is anchored. Based on the test design, the table of
specifications shall be formulated by BEA and BCD. Consultants from the academe by
domain and related government agencies shall review and revise, if necessary, the
Table of Specifications.
Workshops shall be conducted for the construction of test items. Test construction
shall be done by a pool of item writers including specialists from BEA, BCD, and field
personnel. The items shall be organized by domain/competency for content and
language review of consultants from the academe. After approval, prevalidation of two
to three test forms shall be administered in select sample public and private
secondary schools.
Prevalidation results shall be processed to obtain the validity and reliability of the test.
Acceptable items shall be stored in the item bank for the organization of the final form.
The final form shall be subjected to validation and norming. The organized final form
shall be reviewed by the consultants from the academe vis-à-vis the psychometric
properties. The last stage of the test development process is the preparation of the
camera-ready form, the test manual, and examiner’s handbook for reproduction.
This process is depicted in the flowchart below.
Figure 1. Test Development Process
Planning the Test
Developing the Table of Specifications
Item Writing
Test Assembly and Review of Test Items
Pilot Testing or Prevalidation (at least 2 forms of the final test)
Item Analysis
Validity/Reliability
Items
Useful?
Organization of Final Form of the Test
Norming
Preparation of the Test Manual/Examiner’s Handbook
Yes
No
Reject

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SECTION 8: Testing Center Requirements
Listed below are the testing center requirements:
1. There must be a distribution room for the test materials to ensure the
security and confidentiality of the test. It must be accessible to all testing
rooms to facilitate the release and retrieval of test materials.
2. There must be enough testing rooms to accommodate the examinees.
3. The testing rooms must be well-ventilated and well-lighted, and free from
any kind of noise that may distract the examinees while taking the test.
4. The List of Actual Examinees should be posted in each testing room the day
before the exam. The list should be in alphabetical order, regardless of
gender.
5. The first and last rows of seats should be close to the classroom walls to
ensure enough spacing in between rows.
6. Seats of absentees should be left vacant.

7. There must be a comfort room accessible to the examinees and testing
personnel in the area.
8. Instructional materials/aids posted on the classroom walls should be
covered.
9. Each testing room should have the following materials:
a. Test materials enough for all examinees in the room in sealed
boxes/packs
b. Table and chair for the Room Examiner
c. Enough seats for the examinees
d. Name grid
e. Board work
f. Pencils
g. Extra sheet of paper for computation
10.Other requirements are stated in detail in the Examiner’s Handbook, which
will be released during the National Conference/Consultative Workshop to
be scheduled by BEA.
11.Test accommodations for learners with special needs must be provided as
indicated in Section 9.

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SECTION 9: Test Accommodations for Learners
with Special Needs
The inclusion of learners with special needs in national assessments aims to measure
their progress in the attainment of learning standards of the curriculum. Given their
specific needs, the following test accommodations are prescribed:
1. Separate, accessible testing room situated at the ground floor near clean and
accessible restrooms. They must be grouped according to difficulty as:
a. Learners who have difficulty seeing
b. Learners who have difficulty hearing
c. Learners who have difficulty remembering/concentrating
d. Learners who have difficulty walking/moving/climbing steps
e. Learners who have difficulty communicating
2. Double the time to take the exam. This is to give them ample time to read and
answer the test.
3. Flexible rules such as allowing test takers to stand up once in a while or get out of
the room for those who have difficulty concentrating
4. Personal assistant to help those with difficulty walking/moving/climbing steps.
5. Qualified sign language interpreter who shall ensure that all spoken instructions
during testing are adequately interpreted to those who have difficulty hearing
6. Alternative test formats (Braille, large print, audio, electronic)
7. For examinees with difficulty seeing, alternative response formats can be used,
such as oral type wherein an examiner reads the test items to the examinee and a
scribe shades the answers in the scannable Answer Sheet. These alternative
formats may also be used by other learners as needed.
8. Appropriate test furniture (table, chair)

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SECTION 10: Testing Personnel
The following are the testing personnel involved in the administration of national
examinations.
1. Schools Division Superintendent (SDS). The SDS shall oversee the test
administration and shall be responsible for the smooth conduct of the test in the
Division. He/she shall also designate the Education Program Supervisors who
shall serve as Division Testing Coordinator and Private School Supervisor.
2. Regional Testing Coordinator (RTC). He/she shall provide Division Offices the
list of private schools operating with permit that are to be included in the test
administration. He/she shall also prepare a team to monitor the test in the whole
region.
3. Division Testing Coordinator (DTC). He/she shall supervise the administration
of the test in public schools.
4. Private School Supervisor (PSS) or Division Testing Coordinator Assistant
(DTCA). He/she shall supervise the administration of the test in private schools.
5. Chief Examiner (CE). The School Head shall serve as the Chief Examiner and
shall oversee the conduct of the test in the school.
6. School Testing Coordinator (STC). The Guidance Counselor/Department Head
shall serve as the School Testing Coordinator whose task is to assist the Chief
Examiner in the overall conduct of the test.
7. Room Supervisor (RS). Teachers from other schools shall serve as Room
Supervisors. They shall monitor and supervise in the rooms assigned to them.
There must be 1 RS assigned in every 10 testing rooms if there are 20 examinees
per room. On the other hand, there must be 1 RS in every 5 rooms if there are 30
examinees per room. They shall conduct ocular inspection the day before the test
to familiarize themselves with the layout of the school.
8. Room Examiner (RE). Teachers from other schools shall serve as Room
Examiners. They shall conduct the test in accordance with the standardized test
administration guidelines. RSs and REs must not come from the same school.
Transportation and other incidental expenses shall be charged to their school’s
Maintenance and Other Operating Expenses (MOOEs)/local funds.
9. Support Staff (SS). Administrative support staff shall provide any test-related
assistance to the School Head, such as preparation of testing rooms.
A national conference shall be conducted by cluster to prepare for the yearly
administration of the test and to ensure the standardized system of test
administration. It shall also provide an avenue for feedback to and from the field. The
details of the Examiner’s Handbook shall also be discussed during the national
conference. In addition, the constitutional right of the testing personnel as well as the
examinees to free exercise of religion is in Section 12.

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SECTION 11: Allocation, Delivery, and Retrieval of
Test Materials
1. Allocation of Test Materials
The test materials are composed of answer sheets, test booklets, and nonclassified
materials.
The allocation of test materials shall depend on the submitted enrolment data/
number of test registrants duly signed by the SDS. During the national conference,
DTCs and PSSs shall submit to BEA the enrolment data as of cut-off date of the
present school year. The enrolment data by school shall serve as basis for the
allocation of test materials and budget estimates.
Language, Literacy, Numeracy, Exit, and Career Assessments. The RTC shall provide
the PSSs the list of private schools that are qualified to take the test. The test
materials shall be packed by school and by municipality.
Accreditation, Equivalency, and Grade-level Placement Assessments. The DTC shall
submit to BEA the number of test takers per testing center. Likewise, the test
materials shall be packed by testing center.
2. Delivery and Retrieval of Test Materials
The Division Testing Coordinator or an authorized designate such as the Property
Custodian shall be responsible in receiving and releasing test materials from BEA or
its forwarder.
Language, Literacy, Numeracy, Exit, and Career Assessments. The test materials shall
be delivered and retrieved through a forwarder. Test materials shall be delivered to
Schools Division Offices by priority based on geographic location. Test Materials must
be delivered to the Schools Division Offices at least a week before the exam date. Test
materials must then be distributed to schools at least two days before the exam date.
For schools in the city, they will be delivered on the day itself.
The forwarder shall retrieve the test materials the day after the exam date and return
the test materials to the Central Office for test data processing. Schools Division
Offices who fail to follow the prescribed retrieval timeline shall shoulder the shipment
cost of test materials to the Central Office.
Accreditation, Equivalency, and Grade-level Placement Assessments. The test materials
shall be delivered and retrieved by a BEA personnel/forwarder. Specific guidelines
shall be discussed during the national conference of testing personnel.
Security measures must be observed in the delivery and retrieval of test materials.

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SECTION 12: Reiterating the Constitutional Right
of DepEd Testing Personnel and
Examinees to Free Exercise of
Religion in the Conduct of National
Assessments
The religious rights of DepEd testing personnel and examinees should be considered
in scheduling special examinations and any assessment-related activities such as
seminars and test orientations as per DepEd Order No. 105, s. 2010, “Reiterating the
Constitutional Right of DepEd Personnel and Students to Free Exercise of Religion.”
Specifically, DepEd testing personnel and examinees belonging to the Seventh-Day
Adventist Church should not be required to attend examinations, seminars, test
orientations, pretest and posttest activities and any assessment-related activities held
on a Saturday, which is their day of rest or church day, in accordance with their
religious beliefs. A special arrangement should be made by the concerned testing
personnel/examinee with the school/Division Office/Regional Office to comply
whatever the requirement is, without prejudice to their right to free exercise of religion.
In addition to the provisions in DepEd Order No. 105, s. 2010, considerations shall be
provided for other religious faiths as necessary.

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SECTION 13: Breach of Security in National
Examinations and Corresponding
Sanctions
The security and integrity of test materials shall be upheld in the whole process of test
administration. This Order rescinds DECS Order No. 85, s. 1999, “Breach of Security
in National Examinations and Corresponding Sanctions” and DepEd Order No. 47, s.
2015, “Inclusion of Acts as Violations to National Examinations.”The following acts are
deemed as violation/infractions of security pertaining to national examinations in
addition to:
1. Reading of test booklets other than by the examinee
2. Supplying answers to examinees
3. Cheating
4. Plagiarizing
5. Loss of test booklets
6. Photocopying of test booklets
7. Capturing test items through electronic gadgets
8. Distribution and posting of photos of the test booklet in any form of media
9. Opening the test materials prior to testing schedule
10. Late submission of test booklets and/or answer sheets
11. Tampering of examinees’ answer sheets
12. Infringement of copyright
13. Allowing impostors and substitute examinees
14. Misrepresentation with regard to age, residence, and status
15. Failure to closely monitor test procedures resulting in test irregularities
Any or all of the following sanctions will be imposed on any or all of the
aforementioned violations committed by those involved:
1. Examinees
The degree of violation and corresponding sanction shall be determined by the
Chief Examiner.
a. First and second offenses: reprimand
b. Third offense: Cancellation of test papers / invalidation of test results
2. Testing Personnel
The degree of violation and corresponding sanction shall be determined by the
Schools Division Superintendent.
a. Suspension of salaries and incentives/benefits of those concerned for one
to three months
b. Work suspension
c. In the case of infringement of copyright, legal remedies will be considered.

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SECTION 14: Guidelines on Assessment Data
Utilization
National assessment data can be released to and utilized by both internal and external
stakeholders (identified in Section 1). The following guidelines and requirements are
issued to regulate the use of assessment data as per DepEd Order No. 91, s.
2009,“Prescribing Guidelines and Requirements Regulating the Use of National
Examination Results.”
1. Internal
BEA shall release the assessment results/data reports to the Region and Division
Offices. The Division Office will then forward the documents to the schools. For
career assessment in Grade 9, original copies of the COR must be given to the
learners.
These results should not be used to rank schools and schools divisions. The
Institutional Performance Profile shall be posted in the DepEd/BEA website and can
be downloaded by individual schools, divisions, and regions. The site has restricted
access because it contains information that may be accessed only by authorized
users. BEA shall provide usernames and passwords to authorized personnel in
regions, division, districts or schools so they can access the data uploaded in the
website.
BEA shall present the national assessment results to the Office of the Secretary and
different bureaus in the Central Office.
2. External
External stakeholders may be provided with the assessment results. To safeguard
and prevent the misuse, mishandling, misinterpretation, exploitation, and
manipulation of these assessment results, they must submit a letter specifying the
purpose of their request and the data being requested (year of administration,
scope, variables). A corresponding amount shall be charged by BEA for the
processing of the requested data.
For student-researchers, the following must also be presented:
a. School ID to show proof that he/she is enrolled in a higher education institution
b. Copy of his/her approved thesis/ dissertation proposal signed by the Adviser
c. Endorsement letter signed by the school Dean
Both individual and institutional stakeholders shall sign a Memorandum of
Agreement (MOA) with BEA, agreeing to the provision that they shall not compare
regions, divisions, schools, and examinees without taking into consideration other
variables that may have a substantial effect on the outcome of the assessments and
that they shall furnish DepEd a copy of the completed research/study.

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Requests for reports or data may be communicated through fax or e-mail; the
requesting party may also visit BEA personally.
Finally, BEA shall only provide and release to external stakeholders the assessment
data for 10% of the actual number of examinees per year. Individual test results
with names shall not be released unless the “data subject agrees to the collection
and processing of personal information about and/or relating to him/her” per Section
3 of Republic Act 10173 or Data Privacy Act of 2012.

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SECTION 15: Monitoring and Evaluation of Test
Administration
The national test administration shall be monitored and evaluated in levels: by the
Central Office through BEA and by the Regional and Schools Division Offices and
schools through their field personnel. For the Placement/Accreditation/Equivalency
Tests, the test administration shall also be monitored and evaluated by the Bureau of
Learning Delivery aside from the personnel aforementioned above.
The Regional and Division Offices shall form a committee to monitor and evaluate the
processes done before, during, and after the conduct of the test using a monitoring
tool. A monitoring tool is provided to every test monitor to ensure that the standard
procedures are followed.
The Regional Office committee shall be composed of personnel from the Curriculum
and Learning Management Division (CLMD) and Quality Assurance Division (QAD),
while the Schools Division Office committee shall be composed of personnel from the
Curriculum and Instruction Division (CID) and the School Governance and Operations
Division (SGOD).
The monitoring and evaluation to be conducted in random schools in select divisions
shall be part of the research on the effectiveness of the test administration scheme
and utilization of data.
Monitoring Forms will be distributed during the National Conference/Consultative
Workshop of field testing personnel to be conducted by BEA. Schedule and venue of
said conference/consultative workshop shall be announced through a memorandum.

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SECTION 16: References
Centre for Public Accountability (2015). Public Accountability and Holding to Account.
Retrieved May 25, 2015 from www.centreforpublicaccountability.org/holding-
to-account
Commission on Higher Education (CHED), Technical Education and Skills
Development Authority (TESDA) and National Council on Disability Affairs
(NCDA) (2010).Guidelines in the Admission of Students with Disabilities in Higher
Education and Post-Secondary Institutions in the Philippines. Retrieved August
13, 2015 from http://www.scribd.com/doc/101545146/Guidelines-in-the-
Admission-of-PWD-CHEd#scribd
DECS Order No. 85, s. 1999, “Breach of Security in National Examinations and
Corresponding Sanctions.” Retrieved May 25, 2015 from www.deped.gov.ph
Department of Education (2015). ALS Frequently Asked Questions. Retrieved May 24,
2016 from http://www.deped.gov.ph/als/faq
Department of Education (2008). Policies and Guidelines in Special Education in the
Philippines. Retrieved May 24, 2016 from
http://www.deped.gov.ph/search?search_api_views_fulltext=Policies%20and%2
0Guidelines%20in%20Special%20Education%20in%20the%20Philippines
DepEd Order No. 8, s. 2015, “Policy Guidelines on Classroom Assessment for the K to
12 Basic Education Program.” Retrieved February 29, 2016 from
www.deped.gov.ph
DepEd Order No. 40, s. 2002, “Accelerated Learning Program for Public Elementary
Schools.” Retrieved May 24, 2016 from http://www.deped.gov.ph/orders/do-
40-s-2002
DepEd Order No. 47, s. 2015, “Inclusion of Acts as Violations to National
Examinations.” Retrieved February 18, 2016 from www.deped.gov.ph
DepED Order No. 49, s. 2013, “Effectivity of the Grade/Year Level Placement of
Philippine Educational Placement Test (PEPT) Qualifiers.” Retrieved June 10,
2016 from www.deped.gov.ph
DepED Order No. 91, s. 2009, “Prescribing Guidelines and Requirements Regulating the
Use of National Examination Results.” Retrieved May 25, 2015 from
www.deped.gov.ph
DepED Order No. 105, s. 2010, “Reiterating the Constitutional Right of DepEd Personnel
and Students to Free Exercise of Religion.” Retrieved August 13, 2015 from
www.deped.gov.ph

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Flexible Learning Strategies. Retrieved February 29, 2016 from
http://www.unescobkk.org/education/literacy-and-lifelong-learning/flexible-
learning-strategies/
Implementing Rules and Regulations of the Enhanced Basic Education Act of 2013
(Republic Act No. 10533) http://www.gov.ph/2013/05/15/republic-act-no-
10533/
P21 Partnership for 21st-century Learning. Retrieved May 2015.
http://www.p21.org/about-us/p21-framework
Republic Act 10173 (Data Privacy Act Of 2012), “An Act Protecting Individual Personal
Information in Information and Communications Systems in the Government and
the Private Sector, Creating for this Purpose a National Privacy Commission, and
for Other Purposes.” Retrieved May 25, 2015 from
http://www.gov.ph/2012/08/15/republic-act-no-10173/
Washington Group on Disability Statistics (2010). “Census Questions on Disability
Endorsed by the Washington Group.” Retrieved January 8, 2016 from
http://www.cdc.gov/nchs/data/washington_group/WG_Short_Measure_on_Dis
ability.pdf

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